This study, aiming to explore special education teachers' tendencies for professional development activities, investigates the current status of special education teachers in the process of professional development and their views regarding existing activities. This research is a descriptive study based on qualitative survey model. Semi-structured interview forms are used as data collection instrument. The study group is a total of 61 teachers currently in service at primary and secondary level schools and special education schools under the organization of Ministry of Education in North Cyprus. The research findings reveal that while special education teachers' choice of professional certification processes, participation rates to conferences and seminars share similarities; their preferences regarding personal development and professional career plans vary. Special education teachers state as their motivation to get involved in professional development activities as to follow change and development in the field, to improve themselves, to be helpful to their students and to reach professionalism. In line with the findings, the outcome of the study reveals a call for professional development activities that are tailored for the specific needs of special education teachers which also provide institutional support.

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